Action Verbs Uncovered

Grade Level

6th Grade

Duration

60 minutes

Unit Overview

Unit: Math in Action Verbs (30 lessons)
Lesson 1: Introduction to Action Verbs in Math

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Standards Alignment

Common Core State Standards (CCSS) for Mathematics:

• CCSS.MATH.CONTENT.6.EE.B.5
  Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

• CCSS.MATH.PRACTICE.MP1
  Make sense of problems and persevere in solving them.

• CCSS.MATH.PRACTICE.MP6
  Attend to precision.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Define action verbs and explain their role in mathematical word problems.
2. Identify common action verbs associated with basic mathematical operations (addition, subtraction, multiplication, division).
3. Analyze simple math problems to highlight action verbs and determine corresponding operations.
4. Develop initial strategies for approaching math problems by focusing on key action words.

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Materials Needed

• Whiteboard or chart paper
• Markers (various colors)
• Printed sets of simple math word problems (1–2 step problems)
• Sticky notes
• Student notebooks
• Action Verbs Poster (created during class)
• Timer or clock

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Lesson Outline

1. Warm-Up & Engagement (10 minutes)

• Objective: Activate prior knowledge and make the concept of verbs in math relatable.

• Start by asking: “What is a verb?” (Expect answers like: action word, doing word.) Write the definition on the board: A verb is a word that shows action.

• Then ask: “What actions do you see in the classroom right now?” (e.g., sitting, writing, listening). Have students shout out or write quick verbs.

• Transition: Explain that just like verbs show actions in everyday life, math problems use “action verbs” to tell us what math operation to perform.

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2. Direct Instruction: Action Verbs in Math (15 minutes)

• Define action verbs in math as words that tell us what mathematical operation to do.

• Using a whiteboard or chart paper, list key action verbs under operation categories:

  Operation	Common Action Verbs
  Addition	add, plus, sum, increase, combined, total, more than
  Subtraction	subtract, minus, difference, less than, decrease, take away
  Multiplication	multiply, product, times, of
  Division	divide, quotient, per, out of, ratio

• Ask students to copy this chart into their notebooks for future reference.

• Provide 2-3 example problems on the board, e.g.:

  • “Sara added 7 apples to her basket.” → Addition
  • “Tom has 12 candies and gave away 5.” → Subtraction

• Highlight the verbs and underline them.

• Emphasize: Understanding the action verb is the first step in solving math problems.

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3. Guided Practice: Identify Action Verbs (15 minutes)

• Distribute printed word problems focusing on a single operation.

• Students read problems aloud in the class of one or silently. For example:

  1. “John combined 5 marbles with 8 marbles. How many does he have now?”
  2. “Lily took away 4 books from the shelf. How many are left?”
  3. “A farmer multiplied the number of sheep by 3.”

• For each problem, students highlight the action verb and say which operation it signals.

• Use sticky notes for the student to place next to each problem with the math operation name (Add, Subtract, Multiply, Divide).

• Teacher monitors and gives feedback.

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4. Independent Application: Create Your Own Problem (10 minutes)

• Ask the student to write 2 original word problems using action verbs learned.

• Prompt: “Try to use at least one action verb from the chart. Then solve your own problem.”

• The student reads the problems back; teacher helps confirm accurate use of verbs and correct mathematical operation.

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5. Reflection & Closure (10 minutes)

• Discuss: Why is it important to identify action verbs in math problems?

• Student answers orally or writes a brief reflection in their notebook (1-2 sentences). Guide with questions like:

  • How do action verbs help you choose the right operation?
  • What could happen if you ignore these verbs?

• Summarize key points: Understanding action verbs helps us solve problems more confidently and accurately.

• Introduce: In the next lesson, students will learn how to identify multiple action verbs in multi-step problems.

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Assessment

• Formative assessment based on:

  • Participation during activity discussions.
  • Accuracy identifying action verbs during guided practice.
  • Ability to create and solve own word problems containing action verbs.
  • Reflection quality indicating comprehension.

• Teacher notes to track progress for next lesson adjustments.

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Differentiation / Adaptations

• For extra support: Provide word banks or sentence starters when creating problems.
• For extension: Challenge the student to include two action verbs and explain how to approach the problem step-by-step.

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Tips to Wow Teachers

• Use color coding: action verbs in red, numbers in blue — aids visual recognition.
• Incorporate a short, dramatic “verb charades” where the student “acts out” math action verbs and explains the equivalent operation.
• Record student-created problems to create a growing personalized math “action verb” library for the classroom.

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This detailed plan firmly grounds the student in understanding how language and math intertwine — an essential scaffold for deeper problem-solving success throughout the year.